1.
Two-Year Impact of a Universal Social-Emotional Learning Curriculum: Group Differences From Developmentally Sensitive Trends Over Time
by Low, Sabina
Developmental Psychology, 2019, Vol.55(2), pp.415-433
2.
EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE‐MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR
by Cook, Clayton R.
Psychology in the Schools, February 2014, Vol.51(2), pp.107-125
3.
INTRODUCTION TO THE SPECIAL ISSUE: MINDFULNESS IN THE SCHOOLS—HISTORICAL ROOTS, CURRENT STATUS, AND FUTURE DIRECTIONS
by Renshaw, Tyler L.
Psychology in the Schools, January 2017, Vol.54(1), pp.5-12
4.
Test Driving Interventions to Increase Treatment Integrity and Student Outcomes
by Dart, Evan H
School Psychology Review, 2012, Vol.41(4), p.467
5.
The FRIENDS Emotional Health Program for Minority Groups at Risk
by Iizuka, Cristina A.
Journal of School Health, February 2014, Vol.84(2), pp.124-132
6.
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
by Berninger, Virginia
Journal of Learning Disabilities, July 2017, Vol.50(4), pp.434-449
7.
Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System—Rating Scales
by Gresham, Frank M.
Psychological Assessment, 2010, Vol.22(1), pp.157-166
8.
School-based behavioral assessment within problem-solving models: current status and future directions.(Report)
by Chafouleas, Sandra M.
School Psychology Review, Sept, 2010, Vol.39(3), p.343(7)
9.
Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions
by Cook, Clayton R
The Journal of Special Education, May 2012, Vol.46(1), pp.3-16
10.
Fostering SMART Partnerships to Develop an Effective Continuum of Behavioral Health Services and Supports in Schools
by Bruns, Eric J.
American Journal of Orthopsychiatry, 2016, Vol.86(2), pp.156-170
11.
Test Driving Interventions to Increase Treatment Integrity and Student Outcomes
by Dart, Evan
School Psychology Review, Dec 2012, pp.467-481
12.
Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School
by Thayer, Andrew
School Psychology Review, Sep 2018, pp.275-290
13.
School-Based Behavioral Assessment Within Problem-Solving Models: Current Status and Future Directions
by Chafouleas, Sandra
School Psychology Review, Sep 2010, pp.343-349
14.
PROMOTING SECONDARY TEACHERS’ WELL‐BEING AND INTENTIONS TO IMPLEMENT EVIDENCE‐BASED PRACTICES: RANDOMIZED EVALUATION OF THE ACHIEVER RESILIENCE CURRICULUM
by Cook, Clayton R.
Psychology in the Schools, January 2017, Vol.54(1), pp.13-28
15.
GAUGING MINDFULNESS IN CHILDREN AND YOUTH: SCHOOL-BASED APPLICATIONS.(Report)
by Renshaw, Tyler L.
Psychology in the Schools, 2017, Vol.54(1), p.101(14)
16.
Developing a Change-Sensitive Brief Behavior Rating Scale as a Progress Monitoring Tool for Social Behavior: An Example Using the Social Skills Rating System--Teacher Form
by Gresham, Frank M
School Psychology Review, 2010, Vol.39(3), p.364
17.
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method
by Cook, Clayton
School Psychology Review, Sep 2018, pp.226-243
18.
Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices
by Cook, Clayton R
School Psychology Review, 2018, Vol.47(2), p.135
19.
Wise Feedback as a Timely Intervention for At-Risk Students Transitioning into High School
by Thayer, Andrew J
School Psychology Review, 2018, Vol.47(3), p.275
20.
MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES.(Report)
by Renshaw, Tyler L.
Psychology in the Schools, 2017, Vol.54(1), p.29(24)
